WELCOME Welcome to Aylands School! We are a maintained special school in Enfield for young people with social, emotional and behavioural difficulties. We provide a learning experience that allows our pupils to gain the necessary skills and experiences that will enable them to contribute fully to society and be proud of themselves and what they can achieve. Our pupils have the opportunity to sit 9 GCSEs or equivalent, relevant qualifications and are inspired and motivated to continue their learning in further education. The team at Aylands are committed, talented, motivated, and friendly. They work incredibly hard to promote the life chances of our pupils and to ensure their success. We are proud of our high standards and high expectations and the belief that everyone can achieve. We are very proud of the wonderful work of the staff and pupils at Aylands and we continue to ensure that we just keep getting better and better! Sashi Sivaloganathan Head Teacher
The school has a primary and secondary part. Each year group has a maximum of 4 pupils and classes are made up of two year groups. (Maximum of 8 in each class).
Admissions Criteria Aylands School is a day school which educates pupils with statements of emotional and behavioural difficulties. Pupils are expected to follow the National Curriculum, complete national tests (SATs) and GCSEs.
Philosophy of school Aylands School is a place where pupils are safe to learn and staff are safe to work. We believe a person's physical, mental, social, emotional and spiritual well-being should be nurtured and respected. It is a place where rights are valued and all are treated with respect and equity. Every person at the school should have equal opportunities to learn, develop their skills and fulfil their potential. We work to ensure that this is a place where all can contribute positively to the organisation and its development and where all are supported and encouraged to be their best. We believe we should all be valued for the exceptional people we are.
We also provide an outreach programme which provides placements for four Year 9 pupils who are at risk of permanent exclusion from mainstream schools. All admissions are arranged through agreement between the school and Enfield Local Authority SEN & Inclusion Department. School Building and facilities The school building is purpose built and designed for the education of pupils with statements of emotional and behavioural difficulties. Classrooms are designed for small class sizes and have access to ICT facilities. There are specialist rooms for practical subjects such as Food Technology, Design Technology, Art, Drama, and Science. The grounds of the building also serve as an area for sports and Physical Education. There is a play area for primary pupils.
Curriculum, learning environments and teaching approaches We provide a curriculum that is broad and balanced and meets the needs of our pupils and the requirements of the National Curriculum.
Term Dates 2012/13 Autumn Term Start of Term: Monday 5th September 2011 Half Term: Monday 2th October 2011 – Friday 28th October 2011 End of Term: Friday 16th December 2011
Our students have usually had very negative experiences in schools and with their learning. Their self esteem is low and this often shows as reluctance to engage with the learning process. To compensate, our curriculum must be rich and well resourced in order to motivate our students to learn. Our main curriculum aim is to ensure that our students are successful members of society. The emphasis in our curriculum is on developing sufficient life skills in literacy, numeracy and ICT so that our students feel confident in their ability to meet the demands of the world of work. Throughout the school we strive to ensure that our students acquire sufficient learning skills so that they can achieve success with their GCSEs and other relevant qualifications at the end of Key Stage 4. Our curriculum is determined by the small size of the school as a community. We take every opportunity to compensate for this by engaging in a wide range of enrichment activities and community links. This aspect of our curriculum is important to develop a sense of citizenship in our students.
Spring Term Start of Term: Wednesday 4th January 2012 Half Term: Monday 13th February 2012 – Friday 17th February 2012 End of Term: Friday 30th March 2012 Summer Term Start of Term: Wednesday 18th April 2012 Bank Holiday – Monday 7th May 2012 Occasional day for Queen’s Diamond Jubilee – Tuesday 8th May 2012 Half Term: Monday 4th June 2012 – Friday 8th June 2012 End of Term: Friday 20th July 2012 School Day Breakfast Club Registration 9.00am - 9.10am Period 1 9.10am - 10.05am Period 2 10.05am - 11.00am Break 11.00am - 11.15am Period 3 11.15am – 12.10pm Period 4 12.10pm - 1.05pm Lunch 1.05pm – 2.05pm Period 5 2.05pm - 3.00pm Registration 3.00pm – 3.10pm
attendance All research shows that a child’s achievement is intrinsically linked to attendance. For a child to learn and fulfil their educational potential they must be present in school and lessons. Children are expected to attend school for the full 190 days of the academic year, unless there is a good reason for absence. There are two types of absence: Authorised (Where the school approves pupil absence) Unauthorised (Where the school will not approve absence) If a child is absent, parents should call the school on each day of the absence stating a reason. A letter should be sent on the day the child returns to school explaining the absence. The school will then decide whether to authorise the absence. If authorisation were to be refused, for instance if a child was kept off school for a birthday, then the parents would be informed. A letter is essential for the authorisation of absence. If contact, explaining the child’s absence, fails to be made by parents or carers, then the school would contact the home by telephone on the initial day, following this with a letter after 3 days of unexplained absence. This contact is recorded in the register by the Finance and Administration Officer. Completing the Register Incomplete or inaccurate registers are unacceptable for several reasons. Registers provide the daily record of the attendance of all pupils they are documents that may be required in a court of law, for example as evidence in prosecutions for nonattendance at school. They may also contribute to pupil’s end of term reports and to records of achievement. For these reasons registers are required to be marked in ink and not easily erased, and all alterations should be visible and explained. Action Red diagonal line to denote presence.
Person Responsible Form Tutor
Black circle to denote unauthorised absence. Form Tutor No tippex.
Red circle with correct symbol recorded Finance and inside in black for authorised absence Administration Officer following enquiries Daily and weekly attendance figures completed.
Finance and Administration Officer
Maintain running totals of authorised and unauthorised absence.
Finance and Administration Officer
Good Attendance If a pupil has attended all week, they are awarded 50 tokens and the class is presented with an Attendance Certificate in Assembly. This encourages personal and collective responsibility.
Family Holidays during Term Time Parents are strongly urged to avoid booking a family holiday during term time. Parents do not have the right to take their child out of school for such a holiday, but the school may choose to grant leave of absence of up to 10 days in any school year. In exceptional circumstances it may be necessary for longer planned absence. All such cases must be presented to the Headteacher in a letter. In considering whether or not to authorise leave for a family holiday, the School will consider each case individually, taking into account a child’s overall attendance and the reason for the holiday. The school will not authorise holidays taken in September, October, May and June as this is the time we assess pupils in school and the time for public exams. A pupil’s absence during term time can seriously disrupt their continuity of learning. Not only do they miss the teaching and learning opportunities provided on the days they are away, they are also less prepared for the lessons building on that after their return. There is a consequent risk of underachievement and disaffection which must be avoided. Lateness School begins at 9.00 a.m. and all pupils are expected to be in school for registration at this time. Any child arriving later than 9.00 a.m. should enter school via the main entrance reporting to the School Office. If accompanied, a parent or carer should give a reason for the lateness, which will be added to the register. The child will then be sent to their classroom. Pupils who are consistently late are disrupting not only their own education but also that of others. Where persistent lateness gives cause for concern further action may be taken. Parental Responsibility in ensuring good attendance Let the school know as soon as possible why their child is absent. Send a note when their child returns to school. Try to make appointments outside school time. Not allow their child to have time off school unless it is really necessary. Parental Responses when their child has poor attendance (less than 95%) Talk to their child to determine the reason. Talk to their child’s Form Tutor at the school. They could contact the Education Welfare Officer, who will work with the child, parents and school to resolve the situation. (Number available from the School Office) Further Action The school may refer the pupil to the Education Welfare Service. Parents may be prosecuted.
anti-bullying Rationale Everyone at Aylands School has the right to feel welcome, secure and happy. Only if this is the case will all members of the school community be able to achieve to their maximum potential. Bullying of any sort prevents this being able to happen and prevents equality of opportunity. It is everyone’s responsibility to prevent this happening and this policy contains guidelines to support this ethos. Where bullying exists the victims must feel confident to activate the anti-bullying and behavioural systems within the school to end the bullying. It is our aim to challenge attitudes about bullying behaviour, increase understanding for bullied pupils and help build an anti-bullying ethos in the school. This document outlines how we make this possible at Aylands School. Definitions of Bullying Bullying is deliberately hurtful behaviour that is repeated over a period of time, making it difficult for the people concerned to defend themselves. This can take the form of name-calling, violence, threatened violence, isolation, ridicule or indirect action such as spreading unpleasant stories about someone. The school works hard to ensure that all pupils know the difference between bullying and simply “falling out”. Actions to Tackle Bullying Prevention is better than cure so at Aylands we will be vigilant for signs of bullying and always take reports of incidents seriously. We will use the curriculum whenever possible to reinforce the ethos of the school and help pupils to develop strategies to combat bullying-type behaviour. Pupils are told that they must report any incidence of bullying to an adult within school, and that when another pupil tells them that they are being bullied or if they see bullying taking place it is their responsibility to report their knowledge to a member of staff. The incident will be recorded in the “Bullying Incident Book” held in the main office. All reported incidents of bullying will be investigated and taken seriously by staff members. The procedures set out in the Behaviour Policy will be followed. A record will be kept of incidents. The member of staff who witnessed the incident will be responsible for this and will be required to give a copy of the incident report and the action taken to the Headteacher. In order to ensure effective monitoring of such occurrences, and to facilitate co-ordinated action, all proven incidences of bullying should be reported to the Headteacher. If bullying includes racist abuse then it
should be reported to the Headteacher to be recorded in the Racial Incident Book in the school office. Upon discovery of an incident of bullying, we will discuss with the pupils the issues appropriate to the incident and to their age and level of understanding. If the incident is not too serious, a problem-solving approach may help. The adult will try to remain neutral and deliberately avoid direct, closed questioning which may be interpreted as accusatory or interrogational in style. Each pupil must be given an opportunity to talk and the discussion should remain focused on finding a solution to the problem and stopping the bullying recurring. Pastoral Care support will be given to all pupils concerned. There are various strategies that can be applied if more than one pupil is involved in bullying another. PSHE, Citizenship, Role-play and other drama techniques can be used. This is an effective way of sharing information and provides a forum for discussing important issues such as equal rights, relationships, justice and acceptable behaviour. It can also be used within the affected group to confront bullying that already exists. Victims who are worried about openly discussing an incident when the aggressors are present (e.g. taunting during a lesson) can be given strategies to overcome this problem, e.g. to go to the teacher with a piece of work, using this as a reason to speak to the teacher. Victims need to feel secure in the knowledge that assertive behaviour, and even walking away can be effective ways of dealing with bullying. Parental Involvement The parents of bullies and their victims will be informed of an incident and the action that has taken place and asked to support strategies proposed to tackle the problem. The bully will also be reminded of the possible consequences of bullying and the sanctions for repeated incidents will be clearly explained to him/her. (Persistent bullies or pupils found to perpetrate an incident of serious bullying may be excluded from school). A monitoring tool, in the form of incident reports (kept in pupil files) and the â€œBullying Incident Bookâ€? is also be used; usually incorporating a reward for achieving desired behaviors. Whilst there is little history of bullying at Aylands, we believe that one case is one case too many and we believe it is essential to constantly review this policy to ensure we are in a position to strengthen our approach to this issue. This policy is seen as an integral part of our Behaviour and Discipline Policy. Review Date: Sept. 2012
behaviour policy Mission Statement Aylands School is a place where pupils are safe to learn and staff are safe to work. We believe a personâ€™s physical, mental, social, emotional and spiritual well-being should be nurtured and respected. It is a place where rights are valued and all are treated with love respect and equity. Every person at the school should have equal opportunities to learn, develop their skills and fulfil their potential. We work to ensure that this is a place where all can contribute positively to the organisation and its development and where all are supported and encouraged to be their best. We believe we should all be valued for the exceptional people we are. Principles The rewards and sanctions exist to help fulfil the aims set out in the mission statement of the school. This forms the basis for principles underlying the Behaviour for Learning policy: Respect for the dignity of others and respect for each other, acknowledging the complementary rights and responsibilities of each member of the community. A recognition that unacceptable behaviour will always be challenged. An acceptance of the equality of all in the school community, independent of individual differences, knowledge, information, abilities and position. Collective ownership through leadership and development of the Behaviour Policy. Ensuring that all governors, staff, pupils and parents or carers have the opportunity to contribute. Protecting and nurturing children and adults in an environment thatâ€™s safe, permanent and creates a sense of belonging. Aims To provide a rationale for a whole school approach to rewards and sanctions. To create a positive ethos and a sense of fun and belonging in which all students can achieve to the best of their ability. To establish a balance between rewards and sanctions. To ensure that expectations throughout the school with regard to behaviour are fair and consistent. To ensure that all members of the school community are aware of the schoolâ€™s expectations.
Rationale The policy seeks to use rewards and sanctions to influence student choices and conduct. It allows staff to operate within a clear structure in which to administer sanctions confidently and consistently, as well as the opportunity for skilful interaction with students to
avoid escalation. The clarity of the structure and the clear communication it encourages allows both staff and students to make informed choices that offers protection for all and encourages an atmosphere of mutual respect Standards for Behaviour All students have the right to: Respect and fair treatment Learn, without being distracted by others Feel safe and be safe The responsibilities go with rights: we all need to care about ourselves, other students, parents, carers, teachers, belongings, our school and equipment. There is a requirement for all members of the school community to share the responsibilities. Rules exist in order to help protect our rights & to encourage responsibility. Procedures for managing sanctions Good classroom management and appropriate lesson preparation, structure and learning materials will immediately minimise the need to issue sanctions. Before any sanctions are issued, assertive discipline techniques and the language of choice must be employed. They should continue to be employed when issuing a sanction. It may be appropriate for a ‘Front Room’ to be given by a member of staff or used by a student as an opportunity for the student to reflect on and change their behaviour. Roles and responsibilities The responsibility of staff • To ensure that all students are treated as individuals. • To ensure inclusion and equality of opportunity. • To apply all rewards and sanctions with consistency. • To offer lessons that are interesting and stimulating. • To ensure that parents are involved in student’s educational progress through school. • To create an environment of mutual respect and politeness. • To offer a safe and stimulating environment for working and learning. • To help students develop or maintain a good behaviour pattern and to support students whose behaviour is in need of modification. • To challenge unacceptable behaviour. • To ensure that students always have an opportunity to give their version of events. The responsibility of parents and carers • To explain to students that school is primarily a place for learning, and that they must work as hard as possible to gain as much as they can from the opportunities presented at school. • To explain to students that they must value and respect all other students and all those who work in the school.
• To explain to students that they should not interfere with the learning of other children. Parents/carers should impress on their children that all disputes should be settled through discussion and with the help of a relevant adult. • To support the school by being actively involved in their student’s education and progress. • To ensure that their child attends every day and is punctual. Parents/carers have a legal responsibility to ensure that their ward is in school regularly and must produce a note to cover any absence. • To ensure that the students is in the best possible frame of mind for learning. • To contribute to any costs incurred through wilful damage or loss of school property. • To ensure that the student is in correct uniform. • To help their student to develop or maintain a good behaviour pattern. • To actively participate in any behaviour modification programme that the school may implement. The responsibility of students • To be polite, kind and considerate to all adults and pupils in the school. • To try hard with all aspects of school life. • To work with all members of the school community, to support the learning of others and to avoid any behaviour which would prevent others from working. • To do nothing that will intimidate others. • To accept responsibility for actions and to accept reprimands gracefully. • To accept and follow the School’s CODE OF CONDUCT. Managing Behaviour The Token System There will be a maximum of 5 tokens per lesson for behaviour and work. 1 = Poor 2 = Unsatisfactory 3 = Satisfactory 4 = Good 5 = Excellent Praise & Reward The display of students’ work around the school. The prompt marking of a student’s work. The end of lesson appraisals can be used to reinforce positive behaviours. The use of medals, certificates or trophies for individual achievement. e.g. academic achievement awards and sporting medals. The class behaviour shield is awarded to the student in each class with the highest number of tokens for that week. 200 tokens are awarded to the shield winner and can be saved and /or exchanged for a reward. A cup is awarded weekly for an outstanding personal and specific achievement either in or out of class. This is worth 100 tokens. The end of half term awards for the best-behaved student
in each class over the half term. Headteacher special awards for the most improved student. The Praise Card competition, and the regular sending home of Praise Cards The use of privilege and responsibility to foster positive Behaviour â€“ eg year 11 act as mentors. The Front Room The front room is used to sepearte students from their class at times when they are causing a disruption, which is judged to be interfering with the teaching and learning of others. The front room is a place for reflection. The use of whole school systems. The use of whole school systems to manage behaviour can be broken down into systems that reinforce positive behaviour and systems that challenge negative behaviours. These are both outlined below: Sanctions 1 The use of warnings for negative behaviour 2 Detentions at breaks or before school 3 After school detentions. 4 Withdrawal of privileges 5 Multiple break detentions 6 Special Measures 7 Internal exclusions. 8 Fixed term exclusions. 9 Permanent exclusion. Points 3, 4, 5, 6, 7, 8 and 9 are administered by the Head teacher.
* It should be noted that persistent issues or a serious incident can lead immediately to sanctions at a higher level.
Contact Contacting the school You can contact the school in a number of ways. Telephone 01992 761229 Fax 01992 767032 or write to us at Aylands School Keswick Drive Enfield EN3 6NY
Published on Aug 1, 2012